1 explicit instruction - pathway to the common core state standards big ideas
TRANSCRIPT
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Explicit Instruction - Pathway to the Common Core State Standards
Big Ideas
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Anita L. Archer, Ph.D.Author and Consultant
Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.
www.explicitinstruction.org
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What the Common Core Standards do
The Common Core State Standards outline end of the year standards that students at different grade levels should meet.
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What the Common Core Standards do
"A focus on results rather than means"
"The Standards define what all students are expected to know and be able to do, not how teachers should teach.”
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The Common Core State Standards tell us the destination.
“We are off to see the Wizard….”
(“But how do we get to the Emerald City?”)
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What we must do………..
We must use evidence-based instructional practices to get to the destination.
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What we must do………..
We can use 30 years of research on explicit instruction, effective and efficient teaching, to guide us.
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What is Explicit Instruction? Explicit instruction is a systematic instructional
approach that includes a set of delivery and design procedures derived from effective schools research………. Ideas that Work
…unambiguous and direct approach to teaching that incorporates instruction design and delivery. Archer & Hughes, 2011
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Explicit Instruction and Discovery Not an either or - but a when.
Explicit Instruction Discovery
Little or nobackground knowledge
A great deal of background knowledge in the domain
History of difficulty, of failure
History of success
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Big IdeasDesign of InstructionBig Idea #1 Focus on critical contentBig Idea #2 Break down complex skillsBig Idea #3 Provide systematic instructionBig Idea #4 Provide judicious practiceDelivery of InstructionBig Idea #5 Elicit frequent responsesBig Idea #6 Carefully monitor responsesBig Idea #7 Provide feedbackBig Idea #8 Maintain a brisk pace
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Big Idea #1 Focus on Critical Content
Focus instruction on critical content.
Skills, strategies, vocabulary terms, concepts, and rules that will empower students in the future are taught.Examples
Reading Decoding words Reading fluently (accurate, appropriate rate, expression) Understanding vocabulary (General Academic and Domain-Specific Vocabulary) Understanding passages (comprehension)
Vocabulary Unknown Critical to understanding Generalize More difficult
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Big Idea #1 Focus on Critical Content
Focus instruction on critical content.
Skills, strategies, vocabulary terms, concepts, and rules that will empower students in the future are taught.
This is particularly true in Tier 2 and Tier 3.
“Teach the stuff and cut the fluff.”
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Big Idea #1 Focus on Critical Content
Make the Common Core Standardsteachable.
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Focus on Critical Content
Consolidate and Integrate
First Grade – LiteratureKey Ideas and Details
1. Ask and answer questions about key details in a text.
2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
3. Describe characters, settings, and major events in a story, using key details.
Craft and Structure4. Identify words and phrases in stories or poems that suggest feelings or
appeal to the senses
5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
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Focus on Critical Content
Consolidate and IntegrateFirst Grade – Literature
Integration of Knowledge and Ideas
6. Identify who is telling the story (narrator) at various points in a text.
7. Use illustrations and details in a story to describe
its characters, setting, or events.
8. (Not applicable to literature.)
9. Compare and contrast the adventures and of characters experiences in stories.
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Focus on Critical Content
Consolidate and IntegrateExample - Literature First Grade
Actions ContentAnswer questions Key detailsAsk questions CharactersDescribe SettingsIdentify Major eventsRetell Story Narrator
Central message
Compare and ContrastElements of storiesNarrative and Informational text
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Focus on Critical Content
Consolidate and IntegrateExample - Writing 3rd Grade
1. Opinion2. Informative3. Narrative
4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
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Focus on Critical Content
Consolidate and IntegrateExample - Writing 3rd Grade
7. Conduct short research projects that build knowledge about a topic.
8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
9. (Not applied to 3rd grade.)
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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Focus on Critical Content
Consolidate and IntegrateExample - Writing 3rd Grade
Tasks Write often Short and long products Variety of tasks, audiences, purposes Purposes
to convince (Opinion) to inform or explain (Informative) to convey an experience (Narrative)
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Focus on Critical Content
Consolidate and IntegrateExample - Writing 3rd Grade
ProcessPlan
Gather information Personal experiencesPrint sources Digital sources
Take notes on informationOrganize
Sort informationOrganize appropriate to task, purpose, audience
WriteClear and coherentUse technology
ReviseEditRewrite
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Argument - 7th grade CCSS Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s), acknowledge and address alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) or counterarguments with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section thatfollows from and supports the argument presented.
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4. Produce clear and coherent writing in which thedevelopment, organization, and style areappropriate to task, purpose, and audience.
5. With some guidance and support from peers andadults, develop and strengthen writing as needed byplanning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose andaudience have been addressed.
(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 43.)
Focus on Critical Content Consolidate and Integrate - Example Writing 7th Grade
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6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
7. Conduct short research projects to answer a question, drawing on several sources andgenerating additional related, focused questions for further research and investigation.
Focus on Critical Content Consolidate and Integrate - Example Writing 7th Grade
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8. Gather relevant information from multiple print and digital sources, using search terms effectively;assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Focus on Critical Content Consolidate and Integrate - Example Writing 7th Grade
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10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Focus on Critical Content Consolidate and Integrate - Example Writing 7th Grade
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7th Grade Writing
Tasks Routine writing Extended time - research projects allowing research, reflection,
revision Shorter time Variety of tasks, audiences, purposes
Purposes to convince or persuade (Argument) to inform or explain (Informative) to convey an experience (Narrative)
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7th Grade Writing - Argument
Critical Attributes (What)
Introduction Introduces claims Acknowledges alternative claims/ counterarguments Organizes reasons
Body Supports claims and counterarguments With logical reasoning and relevant evidence Uses transition words, phrases, clauses to create cohesion
Conclusion Contains concluding statement or section That supports argument
Overall Conveys a reasoned, logical argument Maintains formal style Has clear, coherent writing Avoids plagiarism
Conventions Capitalization, punctuation, spelling Standard format for citations
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PlanResearch, gather information and evidence
Uses multiple, credible sources Includes print and digital sources Includes evidence from literary and informational text
Take notes on informationOrganize
Organizes appropriate to task, audience, purpose
WriteTranscribes plan into clear, coherent writing
Uses technology
RevisingEditing
Conventions
RewritingPublishing/Sharing
7th Grade Writing – ArgumentWriting Process (How)
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Big Idea #2
Break down complex skills
Complex skills and strategies are broken down into smaller (easy to obtain) instruction units
Promotes success
Avoids cognitive overload
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Break down complex skills Example - Common Core Standards
Body of Argument EssayTranscription1. When given a reason and related facts and details, can write a
paragraph with a topic sentence stating the reason.
2. When given a reason and related facts and details, can write a paragraph with a topic sentence stating the reason followed by sentences containing facts and details, connected with transition words and phrases.
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Break down complex skills Example - Common Core Standards
Body of Argument EssayPlanning and Transcription3. When given a position on a topic, can generate reasons to support
that position.
4. When given a topic, can generate a position and reasons to support that position, and details to logically support each reason.
5. When given a topic, can generate a plan for the body of an essay (the claim, the reasons, details to support each reason, counterarguments) and transcribe the plan into coherent paragraphs.
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Break down complex skills Example - Common Core Standards
Introduction6. For previously formulated bodies of argument essays, writes an
introduction that: a) states the writer’s claim, b) introduces reasons to support the writer’s claim, and, if appropriate, c) introduces counterarguments.
Conclusion7. For previously formulated argument essays, writes a short conclusion
“wraps it up” the essay by: a) summarizing the opinion and reasons or b) calling for some action to be taken.
Argument Essays8. When given a topic, can plan, write, revise, and edit an argument
essay that includes: a) an effective introduction, b) a well structured body with logically organized reasons and related details, linked with appropriate transition words and phrases, and c) a short conclusion that “wraps it up”.
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Big Idea #3 - Provide Systematic Instruction
Lessons: 1. Are organized and focused
2. Begin with a statement of goals
3. Provide interactive review of preskills and knowledge
4. Provide step-by-step demonstrations
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Provide Systematic Instruction
5. Provide guided and supported practice
6. Use clear and concise language
7. Provide scaffolding to increase student success
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Provide Systematic Instruction
opening attention review preview
body
closing review preview
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Provide Systematic Instruction
Lesson Opening Attention
Use a verbal cue such as “Listen” or “We are going to begin.” Follow the verbal cue with silence.
Review Review the content of the previous lessons. Review necessary preskills for today’s lesson. Review background knowledge needed for today’s lesson. Be sure that the review is interactive.
Preview State the goal of the lesson. Preview the activities for the period.
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Provide Systematic Instruction
Lesson Closing Review
Review the skills/strategies/concepts/information taught. Be sure that the review is interactive.
Preview Preview the content that will be taught in the next lesson.
Independent Work Review assignments /quizzes/ projects/ performances due in
the future. Have students record all assignments.
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Provide Systematic Instruction
What we teach:
1. Facts and information
2. Skills and Strategies (How to do it)
3. Vocabulary and Concepts (What it is)
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Provide Systematic Instruction Design of Instruction
Explicit Instruction of Skills/Strategies
Model I do it My turn
Prompt We do it Let’s do this together
Check You do it Your turn
Strategy Skill Instruction
Paragraph Shrinking
1. Name the who or what.(The main person, animal, or thing.)
2. Tell the most important thing about the who or what.
3. Say the main idea in 10 words or less.
(Optional: Record your main idea sentence.)
(From the PALS program by Fuchs, Mathes, and Fuchs)
Model (I do it.)
The Coldest Continent
Antarctica is not like any other continent. It is as far south as you can go on earth. The South Pole is found there. Ice covers the whole land. In some places the ice is almost three miles thick. Beneath the ice are mountains and valleys.
Provide guided practice We do it. (Tell)
The weather in Antarctica is harsh. It is the coldest place on Earth. The temperature does not get above freezing. It is also one of the windiest places in the world.
Provide guided practice We do it. (Ask)
Not many living things are found in Antarctica. People go there to study for only a short time. Very few animals can live there. Yet many animals live on nearby islands. Seals and penguins swim in the ocean waters. They build nests on the land. Some birds spend their summers in Antarctica. But most of the continent is just ice, snow, and cold air.
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Provide Systematic Instruction Design of Instruction
Model (I do it.) “My Turn.” Show
Proceed step-by-step Exaggerate the steps
Tell Tell students what you are doing Tell students what you are thinking
Gain Responses What they already know Repeating what you tell them
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Provide Systematic Instruction Design of Instruction
Prompt (We do it.) “Let’s do ---- together.”
Prompt by doing behavior at the same time.
OR
Prompt verbally. Guide or lead students through the strategy. Step - do - Step - do - Step - do - Step - do Gradually fade your prompt.
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Provide Systematic Instruction Design of Instruction
Check for understanding. (You do it.)
Verify students’ understanding before independent work is given
Carefully monitor students’ responses
Continue until students are consistently accurate
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Provide Systematic Instruction Design of Instruction
Vocabulary Routine
1. Introduce the word
2. Present a student-friendly explanation
3. Illustrate the word with examples
4. Check student understanding
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Provide Systematic Instruction Design of Instruction
Step 1. Introduce the word.a) Display the word on the screen. b) Read the word and have the students repeat the word.
If the word is difficult to pronounce or unfamiliar have the students repeat the word a number of times. To enhance the pronunciation, 1) tap out and segment the word into syllables OR 2) loop under the word parts and read part by part.
Introduce the word with me.
“ This word is compulsory. What word?”
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Provide Systematic Instruction Design of Instruction (continued)
Step 2. Introduce meaning of word.
Option # 1. Present a student-friendly explanation.a) Tell students the explanation. OR
b) Have them read the explanation with you.
Present the definition with me.
“When something is required and you must
do it, it is compulsory. So if it is required
and you must do it, it is _______________.”
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Provide Systematic Instruction Design of Instruction (continued)
Step 2. Introduce meaning of word. Option # 2. Have students locate the definition in the glossary or
text.a) Have them locate the word in the glossary or text.b) Have them break the definition into the critical attributes.
Glossary Entry: Industrial Revolution Social and economic changes in Great Britain, Europe, and the United States that began around 1750 and resulted from making products in factories
Industrial Revolutiono Social & economic changeso Great Britain, Europe, USo Began around 1750o Resulted from making products in factories
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Provide Systematic Instruction Design of Instruction (continued)
Step 2. Introduce meaning of word.
Option # 3. Introduce the word using the morphographs in the word.
autobiography
auto = self
hydroelectricity
hydro = water
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Provide Systematic Instruction Design of Instruction (continued)
Step 3. Illustrate the word with examples. a) Concrete examples.b) Visual examples.c) Verbal examples.(Also discuss when the term might be used and who might use the term.)
Present the examples with me.
“Coming to school as 8th graders is compulsory.”
“Stopping at a stop sign when driving is compulsory.”
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Provide Systematic Instruction Design of Instruction (Continued)
Step 4. Check students’ understanding. Option #1. Ask deep processing questions.
Check students’ understanding with me.
“Many things become compulsory. Why do you thinksomething would become compulsory?”
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Provide Systematic Instruction Design of Instruction (continued)
Step 4. Check students’ understanding.Option #2. Have students discern betweenexamples and non-examples.
Check students’ understanding with me.
“Is going to school in 8th grade compulsory?” Yes
“How do you know it is compulsory?” It is required.
“Is going to college when you are 25 compulsory?”“Why is it not compulsory?” It is not required. You get to choose to go to
college.
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Provide Systematic Instruction Design of Instruction (continued)
Step 4. Check students’ understanding.Option #3. Have students generate their ownexamples.
Check students’ understanding with me.
“There are many things at this school that arecompulsory? Think of as many things as you can?”
“Talk with your partner. See how many things youcan think of that are compulsory.”
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Provide Systematic Instruction Design of Instruction
Did the teacher:
1. Introduce the word?
2. Present a student-friendly explanation?
3. Illustrate the word with examples?
4. Check students’ understanding?
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Big Idea #4Provide Judicious Practice
PracticePracticePractice
Tier 3 students may require 10 to 30 times as many practice opportunities as peers.
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Provide Judicious Practice
Initial Practice Occurs under watchful eye of the teacher
Provide numerous practice opportunities within the teacher-directed lesson to build accuracy. Provide immediate feedback after each item.
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Provide Judicious Practice
Distributed Practice
Studying or practicing a skill in short sessions overtime.
Distributing practice overtime (versus massing practice in one session) aids retention in a variety of academic areas.
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Provide Judicious Practice
Cumulative Review
Provide intentional review of previously taught skills/strategies/concepts /vocabulary/knowledge.
Goal is to increase long-term retention.
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Big Idea #5 Elicit frequent responses
Opportunities to respond related to: Increased academic achievement Increased on-task behavior Decreased behavioral challenges
Caveat - Only successful responding results in these outcomes.
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Elicit frequent responses Preview of Procedures
Verbal Response ProceduresChoralPartnersTeams/Huddle GroupsIndividual
Written Response ProceduresTypes of writing tasksWhiteboards Response Cards/Response Sheets
Action Response ProceduresActing out/SimulationsGesturesFacial ExpressionsHand Signals
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Elicit frequent responses
The active participation procedure should:
1. Match the purpose for eliciting the response
2. Include all students
3. Be used routinely
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Verbal Responses - Choral Responses
Use when answers are short & the sameUse when recall and rehearsal of facts is desiredUse for quick review of information
Students are looking at teacher Ask question Put up your hands to indicate silence Give thinking time Lower your hands as you say, “Everyone”
OR Simply say “Everyone”
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Verbal Responses - Choral Responses
Students are looking at a common stimulus Point to stimulus Ask question Give thinking time Tap for response
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Verbal Responses - Choral Responses
Hints for Choral Responses Provide adequate thinking time
Have students put up their thumbs or look at you to indicate adequate thinking time
If students don’t respond or blurt out an answer, repeat (Gentle Redo)
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Verbal Responses - PartnersUse when answers are long or differentUse for foundational and higher order questions
Partners
Assign partners
Pair lower performing students with middle performing students
Give partners a number (#1 or #2)
Sit partners next to each other
Utilize triads when appropriate (#1 #2 #2)
Effective secondary procedure - Prepare a seating chart indicating names, partners, and numbers
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Verbal Responses - Partners
Other hints for partners
Teach students how to work togetherLook, Lean, and Whisper or
Look, Lean, Listen, and Whisper
Change partnerships occasionally (every three to six weeks)
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Uses of Partners
1. Responding to a question, task, or directive
2. Teaching information to a partner
3. Studying with a partner
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Partner Uses1. Responding to a question, task, or directive
Saying answer to partner (Partners First)
1. Ask a question
2. Give students thinking time
3. Provide a verbal or written sentence starter
4. Have students share answers with their partners using the sentence starter
5. Call on a student to give answer
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Verbal Responses- Partner UsesTeaching information to a partner
Worked Items –
① Students complete item
② Teacher provides feedback and students correct item
③ Using the worked item, students teach the information to their partner
Study Materials - Graphic organizers, maps, diagrams, charts, Power Point slides, drawings, notes, vocabulary log, etc
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Verbal Responses- Partner UsesTeaching information to a partner
Study Materials
① Students complete study material such as: Graphic organizers, maps, diagrams, charts, Power Point
slides, drawings, notes, vocabulary log
② Students teach the content to their partner
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Verbal Responses - Individual Turns
Less desirable practices
#1. Calling on volunteers
Guidelines: Call on volunteers only when answer relates to
personal experience
Don’t call on volunteers when answer is product of instruction or reading
Randomly call on students
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Verbal Responses - Individual Turns Less desirable practices
#2. Calling on inattentive students
Guidelines: Don’t call on inattentive students Wait to call on student when he/she is attentive
To regain attention of students: Use physical proximity Give directive to entire class Ask students to complete quick, physical behavior
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Verbal Responses - Individual Turns
Option #1 - Partner First
1. Ask a question
2. Give students thinking time
3. Provide a verbal or written sentence starter
4. Have students share answers with their partners using the sentence starter
5. Call on a student to give answer
6. Engage students in discussion using discussion sentence starters
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Verbal Responses - Individual Turns
Option #2 - Question First
1. Ask a question
2. Raise your hands to indicate silence
3. Give thinking time
4. Call on a student
5. Provide feedback on answer OR
Engage students in a discussion
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Verbal Responses- Individual Turns
Procedures for randomly calling on students
Procedure #1 - Write names on cards or stick. Pull a stick and call on a student.
Procedure #2 - Use ipad or iphone app (e.g., Teacher’s Pick, Stick Pick, or Pick Me!)
Procedure #3 - Use two decks of playing cards. Tape cards from one deck to desks. Pull a card from other deck and call on a student.
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Written Responses Response Type
- Answers- Sentence starter- Writing frame - Personal notes- Highlighting – Underlining- Marking the Text- Brainstorming- Quick writes- Quick draws- Warm-up activity (Do Now)- Exit Ticket
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Written Responses Response Slates (white boards)
Give directive
Have students write answers on individual whiteboards
When adequate response time has been given, have students display slates
Give feedback to students
Note: “Virtual white boards” can be created using heavy sheet protectors or plastic plates.
Note: If ipad tablets are used by students, a “virtual white board” app canbe used.
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Written Responses
Response cards Have students write possible responses on cards or paper or provide
prepared cardsExamples:Simple responses: Yes, No; True - False; a.b.c.d., I.2.3.4
Punctuation Marks: . ? ! , “ “ Branches of Government: Legislative, Executive, JudicialMath Vocabulary Terms: perimeter, area
Ask a question Have students select best response card Ask students to hold up response card Monitor responses and provide feedback
Note: Utilize a Response Sheet. Label sides: True, False; 1 2 3 4; yes no; a b c d.
Note: Utilize a RED/GREEN card. On the screen write the response choices in red and green. For example: True/False, Fiction/Non-fiction
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Action Responses
Act out Students act out historical event,
vocabulary term, concept, or process
Students participate in simulationExample: Stock market
United Nation
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Action Responses
Gestures Students indicate answers with gestures
Facial expressions Students indicate answer with facial expression Example: “Show me despondent.” “Show me not
despondent.”
Hand signals Students indicate answer by holding up fingers to match
numbered answer
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Action Responses
Hand signals1. Display numbered items on the screen
Example: 1. elude 2. intention 3. reluctant
2. Carefully introduce and model hand signals3. Ask a question 4. Have students form answer (e.g., 3 fingers to
indicate item #3) on their desks5. When adequate thinking time has been given,
have students hold up hand
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Big Idea #6 Carefully monitor responses
Walk around.
Look around.
Talk around.
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Big Idea #6 Carefully monitor responses
As you carefully listen to and look at student responses, ask yourself these questions:
1. Are the responses correct or incorrect?
2. If the response(s) is incorrect, what type of correction procedure should be used?
3. If the response(s) is correct, what type of affirmation/praise would be appropriate?
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Carefully monitor responses
4. What adaptations, if any, should be made in the current lesson?
a. Can the lesson go forward?b. Should confusing facts, concepts, skills, or strategies be
retaught immediately?c. Should additional practice be provided within the lesson?
5. What adaptations, if any, should be made in future lessons?
a. Should facts, concepts, skills, or strategies be retaught?b. Should additional practice be provided?
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Big Idea #7. Provide feedback
Praise/Acknowledge
Encourage/Support
Correct errors Correct errors with the individual or the group. Correct with a neutral affect. Use: I do it. We do it. You do it.
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Provide feedback
Corrections are: Provided Immediate Specific and informative Focused on the correct versus incorrect response Delivered with appropriate tone Ended with students giving correct response
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Provide feedback
Praise is: contingent (IF – THEN) specific provided for noteworthy performance focused on achievement and effort rather than
personality attributes comparing students to themselves rather than to
other positive, credible, genuine
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Big Idea #8 Maintain a brisk pace Prepare for the lesson.
Use instructional routines.
When you get a response, move on.
Avoid verbosity.
Avoid digressions.
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What we must do………..
Utilize all of our knowledge about excellent instruction
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This will take careful planning …
Magic red shoes would help
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We will get to the destination
But it will take
brains,hearts,and courage
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TEACH WITH PASSION
MANAGE WITH COMPASSION
How well you teach =
How well they learn